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Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla


Grade Level: 8 Date: March 8th, 2017
Topic: Chapter 2 Time of Class: after lunch
Cooperating Teacher Name: Mr. Johnston Room # / Location: 134

1. Broad Areas of Learning and Cross Curricular Competencies


a) Outcomes:
CR8.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming
Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

b) Indicators:
CR8.1
b. View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and
print texts that address the grade-level themes and issues related to identity, social responsibility,
and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds
(e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation,
language, career pathway).

c)

d) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Developing Thinking students will listen to Chapter 2 of The Outsiders and answer questions
about the characters in the story.

e) Professional Growth Portfolio Goal(s):


2.4 ability to use technologies readily, strategically and appropriately; I will be
achieving this PGP goal by using an audio book to read the novel with the
students. This technology will help us to keep on track and hopefully finish the
chapter in class.

2. Assessment and Evaluation:


(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Chapter Questions/ homework


1.Who are Cherry and Marcia? What kind of girls are they? Why do they not like Dally very much?
2.Are the names Ponyboy and Sodapop nicknames? Explain.
3.Why doesnt Ponyboy like referring to Sodapop as a dropout?
4.What is a weed slang for in 1967?
5.Why does Dally look sick now (in reference to finding Johnny beat up by the Socs)?
6.What does Cherry tell Ponyboy about the Socs? Do you sympathize with her or have a hard time believing her?
7. It seems that Ponyboy is yearning for good. He says, I quit worrying about everything and thought about how
nice it was to sit with a girl without having to listen to her swear or to beat her off with a club (35) List the things
Ponyboy associates with Socs on page 36. Do you think he wishes he was a Soc?

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3. Preassessment and Accommodations/Modifications
a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

EAL Students - Represent all experiences in discussion


Low income families/ middle-class students from - Give students roles
more affluent experiences - Audio book
Attention issues/ disruption/ negative attitude
towards activities

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)
The classroom is set up in rows with tables and chairs, but the students can move around to different
tables. Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four
lounge chairs where they could sit as well.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Novel
Audio book - http://misslewisreading.weebly.com/the-outsiders-audio-chapters.html
Questions
Characterization Chart

5. Content and Teaching Strategies of Lesson


a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Introductions
Go over homework

Chapter 2 Chapter 2 Questions


Turn and talk: Talk with your neighbour about if you think rich kids and poor kids have to deal with different

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issues in their lives?

b) Introduction (motivational start, minds-on, hook, etc.)


(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Turn and talk What is something that makes you worried? Is there something that makes you stressed?
Are your basic needs (food, shelter, water) met?

Subject Content and Teaching Strategies


(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).

~5 mins- Turn and talk What is something that makes you worried? Is there something that makes you
stressed? Are your basic needs (food, shelter, water)?
Homework
- lots of good work
- remember to write in full sentences and answer all parts of the question
- please write on a separate piece of paper, and dont forget your name
- try to get the questions done when you can if they are late, I will still let you hand them in and read them
over for assessment and give you feed back!
~ 35 mins- Reading the novel
- Cherry and Marcia
- A weed is a cigarette p.30
- Why did Dally look sick? p.33
- Why does cherry insist that not all Socials are like that? p. 34
- What does Cherry mean by things being tough all over? p. 35
- Do you think Ponyboy wants to be a social? p.36
~5 mins- Turn and talk to share: Talk with your neighbour about if you think rich kids and poor kids must
deal with different issues in their lives? Other than the fact that the Socs are mean, why do you suppose
they think they can beat up Greasers like Johnny?

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c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

Turn and Talk to Share: Talk with your neighbour about if you think rich kids and poor kids must deal with
different issues in their lives? Other than the fact that the Socs are mean, why do you suppose they think
they can beat up Greasers like Johnny?

Students will turn and talk to their neighbours about these questions with the intention of reporting back to
the class what they think.

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

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b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective about you as a
teacher?

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